MENTORING STRATEGIES AND PROFESSIONAL DEVELOPMENT OF SECONDARY SCHOOL TEACHERS IN AKWA IBOM NORTH-WEST SENATORIAL DISTRICT
Keywords:
Best practices, Development, Goal setting, Profession, Mentoring, TeachersAbstract
The study determined the influence of mentoring strategies on the professional development of secondary school teachers in Akwa Ibom North-West Senatorial District. The research design for this study was a cross-sectional survey. The population for the study was 3,533 secondary school teachers in 99 public secondary schools in Akwa Ibom North-West Senatorial District comprising ten local government areas. A sample size of 346 secondary school teachers was determined using Krejcie and Morgan sample size determination Table while multistage sampling process of simple random sampling, systematic random sampling and proportionate random sampling techniques were used to sample the respondents. The data for this study were collected using a structured questionnaire titled “Mentoring Strategies and Teachers’ Professional Development Questionnaire” (MSTPDQ). The trial test approach of reliability was adopted and the instrument yielded a reliability coefficient of 0.86 using Cronbach Alpha statistics. The instrument was administered by the researcher with the help of three research assistants who were duly briefed on the administration procedure. Mean statistics was used to answer the research questions and independent t-test was deployed to test the null hypotheses at .05 level of significance. Findings of the study showed that there is a high influence of goal setting and best practice modelling on the professional development of secondary school teachers. Furthermore, there was no significant difference in the mean response of male and female secondary school teachers on the influence of mentoring strategies on the professional development of secondary school teachers in Akwa Ibom North-West Senatorial District. It was concluded that goal setting and best practice modelling mentoring strategies highly influence the professional development of secondary school teachers irrespective of gender in Akwa Ibom North-West Senatorial District. It was recommended among others that Ministry of Education should organise training programmes that prioritise the demonstration and discussion of effective teaching strategies for mentoring teachers among Heads of Departments as this would help them empower teachers to adopt and adapt these best practices.References
Akwa Ibom State Ministry of Education. (2024). Annual school census report. Ministry of Education.
Cheruiyot, K., Kiptoo, J., and Wanjala, G. (2023). Goal setting practices and service delivery among public secondary school teachers. African Journal of Educational Management and Leadership, 9(2): 85–98. Nairobi, Kenya: Educational Research Publishers.
Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: SAGE Publications.
Defourny, V., and Bardon, A. (2019). Editorial. The UNESCO Courier, October-November (4), 2019. UNESCO, Paris.
Dogan, S., Pringle, R., and Mesa, J. (2016). The impacts of professional learning communities on science teachers' knowledge, practice, and student learning: A review. Professional Development in Education, 4(4): 536-557.
Gontur, S., Odewumi, S. A., Tuamyil, R. B. and Davireng, M. (2024). Effect of Mentoring on Effectiveness of Primary School Teachers in Plateau State, Nigeria. International Journal of Research in Education and Sustainable Development, 4(10): 29-45
Kandie, D. and Kipsang, S. (2023). The influence between work goal setting and employee performance in private hospitals in Uasin-Gishu County, Kenya. Journal of Business and Entrepreneurship, 5(1):171-179
Krejcie, R. V., and Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3): 607–610.
Latham, G. P., and Locke, E. A. (2019). The development of goal setting theory: A half-century retrospective. Motivation Science, 5(2): 93-100.
Nolan, A., and Tortorici, J. (2019). Mentoring from the perspective of new educators: An exploration of the types and timing of mentoring. Australian Journal of Teacher Education, 44(2): 44-58.
Reeves, T. (2022). Mentoring in higher education: A scoping review of the literature. Studies in Higher Education, 47(3): 451-468.
Suchánková E., and Hrbáčková K. (2017). “Mentoring in the Professional Development of Primary and Secondary School Teachers”, Journal on Efficiency and Responsibility in Education and Science, 10(1):7-15.
Ukoh, E. S., Usoro E. B. and Ukoima, E. F. (2026). Teachers’ Pedagogical skills and Business Studies students’ Academic Performance in Public secondary Schools in Akwa Ibom State
United Nation Educational Scientific and Cultural Organization (UNESCO) (2015). Final report: Twelfth Session: Joint ILO–UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel, Paris, 20–24 April 2015. International Labour Office, Sectoral Policies Department. United Nations Educational, Scientific and Cultural Organization. Geneva: ILO, 2015.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 UNIUYO JOURNAL OF BUSINESS EDUCATION AND ENTREPRENEURSHIP (UJBEE)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.